UNF Digital Commons Factors Associated With Public School Chronic Absenteeism (original) (raw)
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Chronic Student Absenteeism: A Significant and Overlooked Obstacle to Student Achievement, 2019
It simply doesn't matter how good a teacher, curriculum, or school is if a student is not in regular attendance. Decades of research document the significant negative impacts of student absenteeism on academic achievement, emotional development, graduation, health, and long-term success (Gottfried, 2015). Yet, until just a few years ago, the U.S. K-12 education system was virtually unaware that it had a chronic student absenteeism problem. Prior to that time, chronic absenteeism was never tracked by school systems, let alone addressed. A recent analysis of the data revealed that a significant number of students (one in seven) were chronically absent, defined as missing 10% of school days (Balfanz & Brynes, 2012). And that was the threshold number. Many students identified as chronically absent missed more than 10%. The corresponding negative impacts worsen with every additional day of school missed. The bad news is that chronic absenteeism is a pervasive and complicated problem that requires a significant, systematic, inclusive, ongoing data-driven model involving all aspects of schools, families, and the community. The good news is that there is now an increased focus on this issue at all levels of education (federal, state, and local). It is one of those rare opportunities to have a meaningful impact on student success through interventions that are straightforward, non-ideological, cost-effective, and achievable. This overview looks at the best available evidence on chronic student absenteeism in the context of (1) the scale of the problem at all levels of the education system: national, state, school, and grade; (2) the impact on student academic performance, graduation, health, and financial impact on school districts; (3) impact multipliers that exacerbate chronic absenteeism, such as poverty, student mobility, homelessness, and disciplinary suspensions; and (4) interventions utilizing a public health tiered model for different levels of action depending on need, a performance feedback system to track and modify the results of each intervention, and coordination of resources across a wide range of education stakeholders. Despite a solid and compelling body of research on student absenteeism, there is still much quantitative research to be completed. This overview examines the best available evidence from a wide range of descriptive and correlational analyses executed by various state and city education departments, research groups, and academic researchers. Fortunately, the data paint an unequivocal picture. The results are overwhelmingly consistent across levels of analysis (school, students), units of measurement (achievement tests, graduation rates, dropout rates), areas of focus (reading, math, social indicators), units of education (grades, schools), and students of all
The Ecological Context of Chronic School Absenteeism in the Elementary Grades: Table 1
Children & Schools, 2016
Chronic school absenteeism among elementary school-age students is gaining attention from researchers and policymakers because of its relationship to long-term negative educational outcomes. Current literature on effective interventions, however, is limited in terms of the number of studies that have found even marginally effective interventions, the lack of clarity on the interventions being studied, and the connection between the intervention studied and the factors contributing to poor attendance. In response to these gaps in the literature, this study examined the following three research questions: (1) What factors are related to chronic school absenteeism for children in grades K-5 participating in a truancy intervention program? (2) What are the key elements that make up the caseworker intervention component of the program? and (3) How does the caseworker intervention fit with the identified related factors? Interviews were conducted over a two-month period with community agency staff working in the truancy intervention program who were able to provide insight into both the factors related to chronic absenteeism and the interventions that are being used. Results demonstrate that chronic absenteeism is related to a multilevel ecology of factors and suggest that an equally complex ecologically based intervention model is needed.
Factors Associated with Absenteeism in High Schools
Problem Statement: There are many factors that affect student achievement directly and indirectly at the secondary educational level. Lower attendance rates have been cited as detrimental to academic achievement; therefore, it is suggested that improved attendance is a direct indicator, rather than determinant of students' academic achievement.
Factors Associated with Absenteeism Among High School Students
Psychology and Education: A Multidisciplinary Journal, 2024
This study aimed to identify the factors associated with absenteeism among High School students for the school year 2022-2023. The research focused on 120 High School students from Nunungan District High Schools, located in the District of Nunungan, Lanao del Norte. Employing a descriptive-correlational research design, the study aimed to explore and identify the factors related to absenteeism within this specific population during the specified school year. The findings revealed that the school environment demonstrated a positive and significant relationship with absenteeism underscoring that a positive school environment was associated with reduced absenteeism. Commitment also exhibited a significant and negative relationship with absenteeism indicating that higher levels of commitment were linked to lower rates of absenteeism. However, parental control did not emerge as a significant predictor suggesting that, within the context of this model, parental control may not independently contribute to explaining absenteeism. Among the socio-demographic factors, only the father's education appeared to be a significant predictor highlighting the potential influence of a father's education on absenteeism. This study concluded that the positive perceptions of the school environment, commitment levels, and parental control among respondents collectively provided valuable insights into factors influencing students' academic experiences. The consistently favorable evaluations across various dimensions of the school environment underscoring the need for educational institutions to prioritize maintaining supportive atmospheres and positive interpersonal dynamics. Notably, the high levels of commitment exhibited by students emphasized the significance of fostering positive relationships, particularly with teachers and peers, to enhance the overall educational experience.
IJMRAP, 2024
This study investigates the level of absenteeism among Grade 11 students and the various factors influencing their attendance. Data collected over three months from January to March 2024, revealed distinct patterns in absenteeism with 64.91% of students exhibited low absenteeism, 21.51% moderate, and 13.59% high. The analysis employed chi-square tests to examine the impact of personal, social and natural, subject-related, teacher-related, and school administration-related factors on absenteeism rates. Significant relationships were found across all categories, with personal factors being the most influential, followed by subjectrelated, social, and teacher-related factors. Effective school administration practices demonstrated a negative correlation, reducing absenteeism. The study highlights the need for comprehensive, multifaceted interventions that address these diverse factors to improve student attendance. Recommendations include targeted support for personal and academic challenges, enhanced communication among stakeholders, and fostering a positive school climate.
2021
The impact of chronic absenteeism is devastating nationally as it can lead to poor academic achievement, increased dropout rates, and the school-to-prison pipeline (Balfanz & Cornfeld, 2016). The purpose of this program evaluation is to examine the attendance program at large suburban high school in the southeast United States. This program evaluation uses longitudinal data over six years, retrieved from the Department of Education's website, to show the impact of the attendance program on rates of absenteeism, specifically the percentage of students that were absent 21 or more days. Findings show that the chronic absenteeism prevention program was successful as it lowered the percentage of students that were absent 21 or more days from 13.42% in the 2013-2014 academic school year to 5.00% in the 2018-2019 academic school year.
Regional Educational Laboratory Pacific, 2014
Throughout parts of the Regional Educational Laboratory Pacific Region, between a fourth and a half of secondary school-age students are not enrolled in school. Others may be enrolled but are often absent for part or all of the day, missing considerable academic time. This review of research on why some students miss school found that the underlying factors can be grouped under four broad themes: student-specific, family-specific, school-specific, and community-specific. Because many of these potential factors are interconnected, educators and community stakeholders might need to gather data specific to their communities and consider multiple factors to understand the reasons for nonenrollment and chronic absenteeism. This review provides a starting point for understanding why students miss school. At Mid-continent Research for Education and Learning REL 2015-054 The National Center for Education Evaluation and Regional Assistance (NCEE) conducts unbiased large-scale evaluations of education programs and practices supported by federal funds; provides research-based technical assistance to educators and policymakers; and supports the synthesis and the widespread dissemination of the results of research and evaluation throughout the United States.